welcome to our first lesson together

In the first few lessons we need to get to know one another and set things up for us to be successful for the rest of the year.
Can you guess the ‍‍‍‍‍‍‍‍Learning Objectives ‍‍‍‍‍‍‍‍for yourself?

Starter: watch this tiny clip of video. You'll have to concentrate hard: it lasts only 3 seconds:






Questions:

• What do you think happened next?Tell your learning partner: the student sitting next to you.
• ‍‍‍‍‍‍‍‍What has this got to do with our maths lesson‍‍‍‍‍‍‍?
  ‍Why do you think I showed this clip?
  ‍‍‍‍‍‍‍‍Write your answer on a mini white board‍‍‍‍‍‍‍‍. Don't rub it off until I tell you. Don't show it to me yet.

• Let's leave that there for a while. We'll return to your ideas later on.
• Try to remember what your partner said so that we can see if they were right later on.

Main Part 1: Let's move the chairs to make a circle and ‍get to know each other a bit better‍. (An alternative approach is explained in the getting to know you task)

1. Starting with ‍‍‍‍‍‍‍one person chosen at random‍‍‍‍‍‍‍, please tell me your name and something you are passionate about - a hobby or interest. Keep it clean! Everyone else needs to listen carefully: you'll have to remember this...
   
   
2. Next person, sitting to the left of the person who's just gone, (or, if we're feeling brave, chosen at random again): please introduce the first person to the class by looking toward them and saying: "This is [name] and they have a passion for [whatever]" and then add your bit - your name and your passion.
   
   
3. We're going to try to carry on in the same way this right round the class so that the last person has to introduce everybody and remember all of their passions.
   
   
4. Don't look so worried - the last person will be ‍‍‍‍‍‍‍me‍‍‍‍‍‍‍.

Main part 2: Another circle game. This is called ‍‍‍‍‍‍‍'Murder Hunt'‍‍‍‍‍‍‍.
You have fifteen minutes to answer these questions:

1. Who was murdered?
2. Who 'did it'? Who committed the murder?
3. When?
4. Where?
5. How? With what weapon, method or tool?
6. Why?

Rules:

• Each pupil will be given one or more cards, which they must not give to anyone else.
• You may not show your card to anyone.
• You may not leave your places.
• Only one person is allowed to write things down. They may have this paper and pen.
• When as a group you all agree you have the right answers you should tell me what they are.
• ‍‍‍‍‍‍I'll tell you how many are correct, but not which ones‍‍‍‍‍‍.
• If we get to fifteen minutes and you still haven't got all six answers correct, I win.

• How did that go?
• Why?
• Discuss.

Main Part 3: Watch this second video clip - we're back to the football match.

• Just before I play it, try to remember what you said you thought would happen next...

• Were you right?

• How do other players react to this situation next? Tell your partner.

• Shall we see? Here's video clip three:

• How do we feel about that?
• Were you shocked, surprised, saddened or something else? Explain why you feel that.Don't put your hands up to answer, I'll select some of you at random to share your views.
  
  
• So what are the consequences going to be for these players?
• Let's see if we've guessed right in clip four:

• What were the consequences of the incident for the 'flow' of the game? The clubs? The fans?

Main Part 5: Why do we need rules and referees? Discussion.

Plenary: ‍‍Framed‍‍ activity from the Teachers' Toolkit

• Thinking about how the Murder Hunt went, how did our behaviour as a group deteriorate (get worse)?
• What did you do to help the group?
• What did you do that hindered the group (made it harder for the group to succeed)?
• What did other people do that helped?
• What did other people do that hindered?

Teacher to lead a discussion - guidance in the Teachers' Toolkit book.
Agree ‍‍‍‍‍‍a small handful of class rules‍‍‍‍‍‍.

Assessment opportunity: show you have learnt about why we need rules by completing the Team Action Plan sheet.